A lifespan perspective on cognitive reserve and risk for dementia
William S. Kremen, Malin Ericsson, Margaret Gatz, Ida Karlsson, Marianne Nygaard, Nancy L. Pedersen, Matthew S. Panizzon
Abstract
INTRODUCTION: We addressed whether higher education plays a causal role in reducing dementia risk by comparing two indices of cognitive reserve: education and young adult general cognitive ability (GCA). METHODS: We conducted a 52-year survival analysis to examine associations of GCA and education with dementia in 16,619 male conscripts identified in Swedish national health registries born between 1936 and 1958 and with available data for models including midlife occupational complexity, physical activity, and socioeconomic status (SES). RESULTS: Higher GCA was associated with lower dementia risk (hazard ratio = 0.865, 95% confidence interval = 0.756 to 0.990). After accounting for GCA, no other measure contributed significantly to dementia risk. DISCUSSION: Putative reserve effects of education or occupational complexity likely reflect largely downstream effects of prior GCA. From a lifespan perspective on reducing dementia risk, the results may suggest favoring interventions aimed at enhancing cognitive development during childhood when there is substantial brain development as opposed to later-life cognitive training. HIGHLIGHTS: Education and GCA serve as indices of cognitive reserve. Education is a modifiable risk factor that is associated with dementia risk. The effect of higher education on reduced dementia risk is not directly causal. Education is largely a downstream effect of prior level of GCA. Increasing GCA during childhood may be more effective than later cognitive training.